Renaissance College

Students are introduced to the philosophical and historical foundations of leadership theory and practice. Furthermore, they study theories and models of leadership. Finally, they explore their own, as well as others’, potential to contribute to leadership processes. The course will focus on developing student skills in academic reading and writing, self-management and presentation in order to enhance their leadership abilities. 

Portfolio I introduces students to the role and purpose of learning portfolios, the concept and development of self-analysis and its application to growth and competency in each of the six Renaissance College Learning Outcomes. Students create formative portfolios using evidence from their RC courses, elective courses, their extra-curricular activities, and their formal learning activities. RC Faculty members assess Portfolios and a mark of CR/NCR is awarded in the second term of the first year.

This course explores various religious and secular worldviews or philosophies of life, what they are, how they come to expression in our everyday actions  and their formative influence on cultures, communities, individuals and particularly people in positions of leadership. To enhance knowledge of self and others, students visit sacred places, explore the worldviews of others and gain critical awareness of their own.

Introduces the learner to theories and practices of developing a person's well-being. Readings, discussions and experiential learning activities focus on the physical, emotional, intellectual, social, and spiritual aspects of wellness.

An interdisciplinary examination of the social, ethical and political dimensions of citizenship. In addition to surveying the rights and duties of citizenship in a democratic society, the course reviews different forms of civic engagement in the public domain and key issues surrounding social equality and diversity among citizens. These topics are examined in the context of leadership, focusing on the critical understanding of the various roles that citizens play as members of local, national and global communities. Emphasis is placed on developing and maintaining a broad social and political awareness of the forces and events that shape these communities.

This forum provides an opportunity for integrative dialogue and study about contemporary issues and their complex relationships from an interdisciplinary perspective. Students will learn strategies to assess the congruence of a person's ideas and actions as well as to evaluate and debate the ethical implications of both. 

This forum continues the interdisciplinary and integrative dialogue and study of RCLP 1111. Special emphasis is placed on the contributions of science, technology, economics and mathematics. 

Students study and practice leadership in the context of diverse communities and national organizations. Initiating, planning, executing, controlling and closing a leadership project in an organization of the student’s choice as well as continuous reflection on and evaluation of this project are at the core of this course. The course  focuses on developing student skills in project management, communication, and cooperation.  

The course explores the different roles that government, law and civil society play in addressing significant social and political problems in Canada. By focusing on a specific current public policy issue, students will examine the interplay between institutions, groups and norms, and develop a critical perspective on democratic life in Canada. 

Portfolio II enhances students understanding and use of learning portfolios as they apply self-analysis to their growth and competency in each of the six Renaissance College Learning Outcomes relative to their developing understanding of leadership. Students create formative learning portfolios using evidence from their RC courses, disciplinary minor, extracurricular activities, Canadian internship, and their informal learning activities. RC faculty members assess portfolios and a mark of CR/NCR is awarded in the second term of the second year.

A full-time limited term placement in an agency provides an opportunity for the student to relate theory to practice through a field experience. The internship includes a mentor at UNB and a mentor in the agency, a reflective log, and a presentation during the subsequent fall term. The location is variable and the duration of the internship is between 12 to 16 weeks.

This course introduces students to scientific knowledge and thinking via an interdisciplinary approach that takes into account the ways science and society intersect and inform one another. Topics such as: science and politics, philosophical challenges, science and inequality in society, scientific literacy, and issues around science and society on a local and global scale are addressed throughout the course. 

Students study leadership in global and cross-cultural contexts. They engage in cross-cultural projects and study and reflect on the impact of cultural differences and diversity on leadership processes. The course focuses on developing skills in cross-cultural communication and cooperation. 

This course explores the different role that states, international organizations and civil society play in addressing global social problems. By examining a current global governance issue, students will be introduced to the key institutional and economic features of the international order. They will evaluate opportunities for collective action and develop a critical perspective on systematic challenges to global cooperation. 

Students graduating from the Bachelor of Integrated Studies are required to construct personal learning portfolios to demonstrate achievement in each of the program's articulated learning outcomes. This course introduces the learning outcomes, the theory and practice of experiential learning, and reflective writing, as students work toward constructing their understanding of the role and purpose of a personal learning portfolio. May be taken only by students registered in the BIS program or the Certificate in Leadership Studies. 

Small teams of students embark on international placements with cooperating agencies in order to: contribute as a team member to a community effort; appreciate multiple perspectives on issues; understand how others who have different circumstances, values and visions of life would experience situations and decisions; learn a basic level of fluency in another language; and to evaluate how leadership functions in other cultures and societies. 

An in-depth examination of a specific leadership topic. Each topic will be given an appropriate title that will appear on the student's transcripts. Each course will also help students develop competence in one or more of the Renaissance College Learning outcomes. Students may take more than one topic for credit. 

This course seeks to develop a deeper understanding and appreciation of the relationship between science and religion through dialogue. Students examine major paradigm shifts and philosophical beliefs and assumptions held by both disciplines. Significant light will be shed on certain major issues through the mutually enriching dialogue between science and religion. The course focuses largely, but not exclusively, on Western science and religion in the modern period.

Individualized study of a topic of interest to the student developed in consultation with a faculty member. and with approval of the Dean. This course engages students in applied or basic research activities.  

Students study the challenges of leading and facilitating change in complex environments. Furthermore, they explore how the concept of social entrepreneurship and public policy approaches may help them to initiate, set up and maintain sustainable community initiatives and organizations. The course focuses on developing student skills in facilitation and portfolio and program management. 

In this module, students and faculty  partner with a community-based organization to identify a complex community concern that will serve as the focus for an action research project. The results of the project are presented in a public forum.

Questions surrounding how images educate, how they make visible emotional and intellectual content, the effects of the visual on human beings, and the visual as an interdisciplinary approach provide a philosophical basis from which the relationship of visual literacy to leadership is explored and developed. There may be a nominal studio fee associated with this course. 

For this course, students submit a summative learning portfolio to demonstrate their growth and competency in the RC Learning Outcomes and connect this with their long range career and life plans. Final presentations highlight their learning using all course work and other experiences including the national and international internship programs. RC faculty members assess the Final Summative Portfolios and a mark of CR/NCR is awarded in the second term of the third year.

The opportunity to gain leadership skills, training and experience through significant involvement in leading, directing, coaching and/or managing groups or individuals in the community or on campus. Each credit hour requires at least 40 hours of leadership and learning activities. Students must receive Dean’s approval.